Penggunaan Buku Cerita Bergambar untuk Meningkatkan Pengetahuan Kesantunan Berbahasa Siswa Sekolah Dasar: Studi Kuasi Eksperimen

Arita Gustianti; Sulthaanika Ferdy  Syahwardi; Ujang Sugara; Ilfi Intansari; Elda Yulian  Agustine; Vinna Andina

doi:10.26811/didaktika.v10i1.2030

Authors

Arita Gustianti Universitas Muhammadiyah A.R. Fachruddin, Tangerang, Indonesia
Sulthaanika Ferdy Syahwardi Universitas Muhammadiyah A.R. Fachruddin, Tangerang, Indonesia
Ujang Sugara Universitas Muhammadiyah A.R. Fachruddin, Tangerang, Indonesia
Ilfi Intansari Universitas Muhammadiyah A.R. Fachruddin, Tangerang, Indonesia
Elda Yulian Agustine Universitas Muhammadiyah A.R. Fachruddin, Tangerang, Indonesia
Vinna Andina Sekolah Menengah Pertama Citra Nusantara, Tangerang, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v10i1.2030

Abstract

This study aims to examine the effectiveness of picture storybooks in improving elementary school students’ knowledge of language politeness. The research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The participants consisted of 35 third-grade students of SDIT La Tahzan, Tangerang, who were divided into an experimental group and a control group. The experimental group received learning through the picture storybook “Ayo, Berkata Baik!” by Bunda Fathiya, while the control group received conventional learning. Data were collected using a multiple-choice test measuring students’ knowledge of language politeness and analyzed using non-parametric statistical tests, namely the Wilcoxon Signed Rank Test and the Mann–Whitney U Test. The results indicate that there was a significant increase in language politeness knowledge in the experimental group between the pretest and posttest scores, while the control group did not show a significant improvement. Although the Mann–Whitney test showed no significant difference between the posttest scores of the experimental and control groups, the improvement within the experimental group indicates that picture storybooks can serve as an effective learning medium to support the development of students’ understanding of polite language use. These findings suggest that integrating visual–narrative media such as picture storybooks can support both language learning and character education in elementary school contexts.

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